Sharla King

Merging social networking environments and formal learning environments to support and facilitate interprofessional instruction.

This study describes the redesign of an interprofessional team development course for health science students. A theoretical model is hypothesized as a framework for the redesign process, consisting of two themes: 1) the increasing trend among post-secondary students to participate in social networking (e.g., Facebook, Second Life) and 2) the need for healthcare educators to provide interprofessional training that results in effective communities of practice and better patient care. The redesign focused on increasing the relevance of the course through the integration of custom-designed technology to facilitate social networking during their interprofessional education. Results suggest that students in an educationally structured social networking environment can be guided to join learning communities quickly and access course materials. More research and implementation work is required to effectively develop interprofessional health sciences communities in a combined face-to-face and on-line social networking context.

Healthcare education with virtual-world simulations

Becoming a skilled professional requires the acquisition of theoretical knowledge and the practice of skills under the guidance of an expert. The idea of learning-through-apprenticeship is long accepted in medicine and, more generally, in the health sciences, where practicum courses are an essential part of most curricula. Because of the high cost of apprenticeship programs -- mentors can usually supervise few trainees and trainees may need long apprenticeship periods - simulation has long been adopted as a learning-by-doing training method that can supplement apprenticeship in many professional and engineering programs, including the health sciences. In this paper, we describe our experience developing virtual world-based training systems for two healthcare contexts. In one, procedural training was emphasized, while the other focused on teaching communication skills. In each case, we developed a custom set of tools to meet the needs of that context. We present an analysis of the case studies, and lessons drawn from this analysis.

Developing interprofessional health competencies in a virtual world

BACKGROUND Virtual worlds provide a promising means of delivering simulations for developing interprofessional health skills. However, developing and implementing a virtual world simulation is a challenging process, in part because of the novelty of virtual worlds as a simulation platform and also because of the degree of collaboration required among technical and subject experts. Thus, it can be difficult to ensure that the simulation is both technically satisfactory and educationally appropriate. METHODS To address this challenge, we propose the use of de Freitas and Olivers four-dimensional framework as a means of guiding the development process. We give an overview of the framework and describe how its principles can be applied to the development of virtual world simulations. RESULTS We present two virtual world simulation pilot projects that adopted this approach, and describe our development experience in these projects. We directly connect this experience to the four-dimensional framework, thus validating the frameworks applicability to the projects and to the context of virtual world simulations in general. CONCLUSIONS We present a series of recommendations for developing virtual world simulations for interprofessional health education. These recommendations are based on the four-dimensional framework and are also informed by our experience with the pilot projects.Background: Virtual worlds provide a promising means of delivering simulations for developing interprofessional health skills. However, developing and implementing a virtual world simulation is a challenging process, in part because of the novelty of virtual worlds as a simulation platform and also because of the degree of collaboration required among technical and subject experts. Thus, it can be difficult to ensure that the simulation is both technically satisfactory and educationally appropriate. Methods: To address this challenge, we propose the use of de Freitas and Olivers four-dimensional framework as a means of guiding the development process. We give an overview of the framework and describe how its principles can be applied to the development of virtual world simulations. Results: We present two virtual world simulation pilot projects that adopted this approach, and describe our development experience in these projects. We directly connect this experience to the four-dimensional framework, thus validating the frameworks applicability to the projects and to the context of virtual world simulations in general. Conclusions: We present a series of recommendations for developing virtual world simulations for interprofessional health education. These recommendations are based on the four-dimensional framework and are also informed by our experience with the pilot projects.BACKGROUND Virtual worlds provide a promising means of delivering simulations for developing interprofessional health skills. However, developing and implementing a virtual world simulation is a challenging process, in part because of the novelty of virtual worlds as a simulation platform and also because of the degree of collaboration required among technical and subject experts. Thus, it can be difficult to ensure that the simulation is both technically satisfactory and educationally appropriate. METHODS To address this challenge, we propose the use of de Freitas and Olivers four-dimensional framework as a means of guiding the development process. We give an overview of the framework and describe how its principles can be applied to the development of virtual world simulations. RESULTS We present two virtual world simulation pilot projects that adopted this approach, and describe our development experience in these projects. We directly connect this experience to the four-dimensional framework, thus validating the frameworks applicability to the projects and to the context of virtual world simulations in general. CONCLUSIONS We present a series of recommendations for developing virtual world simulations for interprofessional health education. These recommendations are based on the four-dimensional framework and are also informed by our experience with the pilot projects.

A cross-institutional examination of readiness for interprofessional learning

This paper examines the readiness for and attitudes toward interprofessional (IP) education in students across four diverse educational institutions with different educational mandates. The four educational institutions (research-intensive university, baccalaureate, polytechnical institute and community college) partnered to develop, deliver and evaluate IP modules in simulation learning environments. As one of the first steps in planning, the Readiness for Interprofessional Learning Scale was delivered to 1530 students from across the institutions. A confirmatory factor analysis was used to expand upon previous work to examine psychometric properties of the instrument. An analysis of variance revealed significant differences among the institutions; however, a closer examination of the means demonstrated little variability. In an environment where collaboration and development of learning experiences across educational institutions is an expectation of the provincial government, an understanding of differences among a cohort of students is critical. This study reveals nonmeaningful significant differences, indicating different institutional educational mandates are unlikely to be an obstacle in the development of cross-institutional IP curricula.

Synchronous Problem-Based e-Learning (ePBL) in Interprofessional Health Science Education

Health Science teams are increasingly interprofessional and often require use of information communication technology. These shifts result in a need for health science students to learn online interprofessional teamwork skills early in their training. In response, one interprofessional communication skills course was remodelled from traditional Problem-based learning (PBL) to include learning in an online collaborative (team-based) environment (Elluminate). This study evaluates the types of interactions facilitated by an interprofessional e-problem-based learning (ePBL) activity. A qualitative analysis of recorded discussions in Elluminate yielded two major categories of results. First, the online learning environment was shown to facilitate small-group collaborative interactions by updating older tools, in terms of offering intuitive, accurate, and multiple communication tools, and enabling novel forms of interaction. Second, the online learning environment prompted discussion of technology-facilitated communication difficulties in a way that led to the remediation of these difficulties. These results suggest that, while there is a need for further research on the relationship between online synchronous (real-time) learning environments and collaborative learning, ePBL can enable positive and novel forms of student interaction and facilitate student learning.

Developing a virtual-world simulation

Simulation-based training has been an integral part of health-sciences education for many years, and is becoming increasingly important with the shift towards competency-based education. Virtual worlds have emerged as an effective way to deliver realistic, collaborative training in complex processes, which is consistent with competency-based training and assessment. We have developed MeRiTS, a virtual world-based platform for creating training simulations, to provide students in a wide range of disciplines with this kind of training. Furthermore, through these student training experiences, we will be able to provide a rigorous, comprehensive evaluation of the effectiveness of conducting scenario-based training in virtual worlds. In this paper, we briefly present the MeRiTS architecture, and the underlying theories, components and models that support the system. We then present a detailed description of our most mature scenario, which trains paramedics in proper rescue and patient handoff procedures. We also provide an in-depth discussion of the development process for this scenario, and conclude with some lessons learned from the experience.

An inter-institutional collaboration: transforming education through interprofessional simulations.

Abstract An inter-institutional partnership of four post-secondary institutions and a health provider formed a learning community with the goal of developing, implementing and evaluating interprofessional learning experiences in simulation-based environments. The organization, education and educational research activities of the learning community align with the institutional and instructional reforms recommended by the Lancet Commission on Health Professional Education for the 21st century. This article provides an overview of the inter-institutional collaboration, including the interprofessional simulation learning experiences, instructor development activities and preliminary results from the evaluation.

Interprofessional Learning Objectives for Health Team Simulations

Interprofessional health team simulations are often developed using learning objectives that relate to competency statements. Educators then assume these learning objectives are relevant to students participating in the simulation. However, evaluating the link between learning objectives and outcomes is often difficult in authentic simulation environments with multiple human factors. This article suggests one process for revising learning objectives based on review of the simulation, the debriefing, and the student feedback on reported learning. Implications for curriculum integration are discussed.

Serious games for patient safety education

Learning to communicate and collaborate effectively within an interprofessional healthcare team is key to improving patient safety. One of the barriers to this learning is a culture where team members do not feel psychologically safe to speak up or make decisions that might improve patient safety. With serious games – or video games for educational purposes – the learner can explore and learn about patient safety issues on their own in a safe environment before encountering challenges in the real world. Serious games engage the learner through exploration and experimentation, and support learning through increased visualization and creativity (Westera et al. 2008; Mansour & El-Said 2009).This experience can be enhanced through debriefing exercises facilitated by an instructor or reflective practice. The purpose of this study is to pilot test an inexpensive prototype of a serious game with a group of interprofessional health students to determine if the game provides opportunities to learn about patient safety. The game was constructed around a series of scenarios created in consultation with a physician, enabling the player to explore patient safety-related learning objectives within a virtual hospital setting. Players enter into conversations with characters and choose what response to provide from a given selection. At the end of the game, students review their actions, and are provided feedback about their choices. Fourteen participants tested the prototype and filled out the questionnaire. The evaluation of the prototype demonstrated that there is potential for this tool to help students learn to overcome some of the barriers to communications and teamwork that can lead to improved patient safety. The participants enjoyed playing the game, learned something about team communications and thought this was a valid method for learning about patient safety. In addition, this game would be of great benefit to teaching through reflective practice. Diane Aubin, Sharla King, & Patricia Boechler, Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada, E-mail: vist@ualberta.ca

Launching first-year health sciences students into collaborative practice: Highlighting institutional enablers and barriers to success

ABSTRACT Developing and sustaining a comprehensive interprofessional education (IPE) curriculum infused throughout health science programmes at large post-secondary institutions requires not only champions within each program but also collaboration across professional programmes and strong support at an institutional level. The purpose of this article is twofold. First, it reports on the development of an interprofessional learning pathway, an institutional curricular model, and the pathway launch, an introductory learning experience within the context of a large post-secondary institution. The interprofessional curricular model provides a framework to connect the IPE that was previously fragmented across faculties and professional programmes into a scaffolded coherent pathway. The launch exposes students to the principles and competencies of collaborative practice. Second, it explores the dual role of enablers and barriers to IPE within the context of one institution’s 20-year experience of developing and delivering. In examining the elements that have sustained the institution’s IPE programming, it is highlighted how the seemingly positive elements (e.g., IPE champions and strong university support from central administration) have also served as hindrances within the academy potentially threatening the sustainability and institutionalisation of IPE. We anticipate that this curricular model and learning experiences will provide mechanisms to sustain and foster IPE.